The ACGME, Association of American Medical Colleges, and the American Association of Colleges of Osteopathic Medicine have launched an initiative to create a common set of foundational competencies for use in undergraduate medical education programs in the US. This initiative aligns with recommendations outlined by the Undergraduate Medical Education-Graduate Medical Education Review Committee and is part of a comprehensive effort to improve the transition to residency.
The initative's sponsors are committed to incorporating input from the community. The final discussion forum will be held December 6 from 3:00-4:00 p.m. Eastern - register today! If unable to attend the discussion forum and to provide additional input, visit www.aamc.org/CBME-input.
The 2023 Annual Educational Conference brings together thousands of individuals from the graduate medication education community, with opportunities for professional networking and to participate in various activities. Visit the #ACGME2023 Activities and Events page to learn more.
The ACGME is excited to partner with Second Harvest Food Bank of Middle Tennessee, a non-profit that works to distribute food and other products to approximately 450 non-profit partner agencies in 46 counties in middle and west Tennessee. Partners include food pantries, soup kitchens, shelters, childcare facilities, senior centers, group homes, and youth enrichment programs. Conference attendees will be able to help Second Harvest by putting together hundreds of meals on Thursday, February 23 during the Marvin R. Dunn Welcoming Poster Reception and Exhibitor Kick-Off.
Email questions to firstname.lastname@example.org.
The ACGME has added an Equity Practice Toolkit to the ACGME Equity Matters online educational materials. The toolkit contains five components: Environmental Equity Assessment; The Power of Culture; Allyship: Foundations, Skills, and Frameworks; Acting to Dismantle Racism; and Protocols for Building Bias Response. Each section includes a brief overview of the resource and tools, and several contain educational videos. The toolkit is supported in part by a Josiah Macy Jr. National Foundation President's Grant; it is available in the ACGME's online learning portal, Learn at ACGME.
Residents, program directors, coordinators, and designated institutional officials are invited to hear and discuss provocative and inspiring stories of diversity, equity, inclusion, activism, and social justice from winners of the prestigious Vilcek-Gold Award for Humanism in Healthcare.
The event, hosted by the ACGME, the Arnold P. Gold Foundation, and the Vilcek Foundation, is free to attend and will take place virtually Wednesday, November 4 at 3:15 p.m. Central. Pedro Greer, MD, founding dean for the Roseman University Health Sciences College of Medicine in Las Vegas, Nevada and MacArthur Fellow, will interview the 2021 awardees, Jirayut "New" Latthivongskorn, MD, MPH and Denisse Rojas Marquez, MD, MPP. A live Q-and-A session will follow the interview.
The window for submitting blackout weeks for CLER visits closes this Wednesday, October 26, 2022. Sponsoring Institutions can block off dates in the time highlighted below, and can submit up to four blackout weeks during this period.
Future Windows for Entering Blackout Weeks
The ACGME has incorporated quality assurance as a part of the Milestones and requests participation in gathering feedback. This process will start with a five-minute survey for those actively involved in program leadership or serving as a member of their program's Clinical Competency Committee. Over the next few years, the ACGME will collect feedback about the new Milestones through a combination of focus groups and surveys.
Responses will be accepted until October 28, 2022 at 11:59 p.m. Central
The mid-year reporting window will open Monday, October 31, 2022 and stay open until Friday, January 13, 2023. Milestones assessments can be submitted via ADS at any point during this timeframe. A list of specialties that have transitioned or will soon transition to Milestones 2.0 can be found in the Milestones section of the ACGME website.
“The Most Crushing Thing”: Understanding Resident Assessment Burden in a Competency-Based Curriculum
Mary C. Ott, PhD; Rachael Pack, PhD; Sayra Cristancho, PhD; Melissa Chin, MD, MHS, FRCPC;
Julie Ann Van Koughnett, MD, MEd, FRCSC;vMichael Ott, MD, MHPE, FRCSC
Residents were interviewed about their experiences of assessment using constructivist grounded theory. The study found that in operative/peri-operative training contexts, entrustable professional activity assessments were experienced as added workload and sources of stress for learners that were paradoxically high stakes and low value. These assessment burdens emerged as unmet needs for autonomy, relatedness, and competence.
Do I Need to Ask Permission? Applying Fair Use to Educational Activities
Ellie Svoboda, MLIS; Debnath Chatterjee, MD, FAAP; Ben Harnke, MLIS
In this Perspectives article, the authors provide definitions and a tool for determining fair use when using copyrighted material in learning environments.
A link in the e-Table of Contents for the latest issue of JGME emailed October 19 included an incorrect link for one article. The correct article link is below. The ACGME regrets the error.
The Value of Case Reports for Graduate Medical Education
Albert B. Lowenfels, MD, FACS; Ravinder Mamtani, MD, MSc, FACPM, FACOEM, ABoIM, Dip ABLM;
Lori Weir Solomon, MD, MPH; Patrick Maisonneuve, Dip Eng (Engineering);
Sohaila Cheema, MBBS, MPH, CPH, Dip IBLM
The Review Committee for Psychiatry is preparing to begin a major revision of the Program Requirements for the subspecialties of addiction psychiatry, child and adolescent psychiatry, consultation-liaison psychiatry, forensic psychiatry, and geriatric psychiatry and invites comments related to specific requirements or topics that should be addressed as the revisions are developed. In particular, the Review Committee invites comments related to what the respective subspecialties will look like in the future, and the competencies, resources, and personnel necessary to create the physicians who will practice in the subspecialty.
The requirements addressing dedicated time and support for program leadership, program coordinators, and core faculty members were recently revised based on guidance from the ACGME Board of Directors, following a public comment period in fall 2021. Therefore, those requirements will not be modified during the upcoming major revision and are not subject to public comment at this time. The final requirements related to administrative support are posted under the Selected Topics Across Program Requirements heading on the bottom of the Institutional Application and Requirements page of the Institutional Review Committee section of the ACGME website. Additionally, changes to the ACGME Common Program Requirements are not within the purview of the Review Committee and, therefore, comments related to Common Program Requirements, indicated by bold font in the Requirements documents, should not be submitted and will not be considered.
The Review Committee for Thoracic Surgery announced a new pathway for integrated thoracic surgery programs. The cardiac pathway is available for selection in addition to the two existing pathways: thoracic and cardiothoracic. The correct pathway will need to be selected for each resident. For detailed information, view the Case Requirements for Thoracic Surgery Pathways document on the Documents and Resources page of the Thoracic Surgery section of the ACGME website.
The Review Committee for Surgery announces the defined category minima in effect for residents/fellows graduating in 2024. Visit the Case Log Information page in the Surgery section of the ACGME website for detailed information.
Institutional accreditation staff members recognize that designated institutional officials (DIOs) and institutional coordinators are currently preparing for changes affecting institutional accreditation and recognition. Paul Foster Johnson, vice president, Sponsoring Institutions, will host office hours via Zoom to answer questions about the following topic:
No advance registration or RSVP is required; drop in when it is convenient using the above link. Email questions to email@example.com.
The Institutional Review Committee (IRC) is implementing the new institutional requirements related to medical, parental, and caregiver leaves of absence for residents/fellows, which became effective July 1, 2022. Sponsoring Institutions may be cited for non-compliance starting July 1, 2023.
Sponsoring Institutions facing difficulty in addressing the new requirements may request up to a one-year extension (July 1, 2023-June 30, 2024) for implementation. An extension will be granted only if a Sponsoring Institution provides a valid rationale concerning financial hardship or regulatory constraints, and a plan to comply with the requirements by the end of the extension period. Sponsoring Institutions must inform residents/fellows and applicants invited to interview of the extension request.
The form, Extension Request Form for Implementing Institutional Requirements IV.H.1.a)-f), can be found on the Documents and Resources page of the IRC section of the ACGME website. It must be submitted by October 30, 2022 for consideration.
Email the completed form to firstname.lastname@example.org.
The following Review Committee seeks its next public member for a six-year term beginning July 1, 2023. Public members share the perspective of the public, foster public accountability, enrich the work of the Review Committee through outside expertise, and create transparency. While nominees cannot be physicians, other health care professionals are permitted if they are not employed by an organization with ACGME-accredited residency or fellowship programs.
The ACGME is always interested in finding talented, dedicated individuals to join the organization and support its mission to improve health care and population health by assessing and enhancing the quality of resident and fellow physicians' education through advancements in accreditation and education.